I Can Succeed, a New Social Emotional Learning Program for Children Based on Interpersonal Psychotherapy for Adolescents

Autor/inn/en	Kopelman-Rubin, Daphne; Mufson, Laura; Siegel, Alana; Kats-Gold, Inna; Weiss, Noa; Brunstein-Klomek, Anat
Titel	I Can Succeed, a New Social Emotional Learning Program for Children Based on Interpersonal Psychotherapy for Adolescents
Quelle	In: European Journal of Developmental Psychology, 18 (2021) 1, S.112-130 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kats-Gold, Inna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-5629
DOI	10.1080/17405629.2020.1768068
Schlagwörter	Grade 4; Elementary School Students; Social Emotional Learning; Interpersonal Communication; Psychotherapy; Academic Achievement; Emotional Response; Bullying; Assertiveness; Symptoms (Individual Disorders); Grade 5; Control Groups; Foreign Countries; Grades (Scholastic); Program Evaluation; Israel; Social Skills Improvement System Rating Scales + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Interpersonale Kommunikation; Psychotherapie; Schulleistung; Emotionales Verhalten; Mobbing; Psychiatrische Symptomatik; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Notenspiegel; Programme evaluation; Programmevaluation
Abstract	I Can Succeed-Elementary School (ICS-ES) is the first social-emotional learning (SEL) program based on interpersonal psychotherapy for adolescents (IPT-A). We hypothesized that fourth graders participating in ICS-ES over two school years would show improvements in interpersonal/social, emotional, and academic functioning. 419 fourth-grade students (204 girls and 215 boys, ages 9-10) were non-randomly assigned either to participating in ICS-ES (n=283) or to not participating in any SEL programs, i.e. treatment as usual (TAU; n=136). At the end of the second year, analyses showed significant improvement in assertiveness and significant reductions in internalizing symptoms and bullying among the ICS-ES group. The groups did not differ in cooperation, responsibility, hyperactivity, empathy, self-control, and externalizing symptoms. In addition, academic achievements in their first language (Hebrew) significantly improved only among ICS-ES students, while there were no changes in their second language (English) achievements. In contrast, TAU students showed a decrease in their second-language achievements. There were no differences between the groups in mathematics achievements. Teachers reported overall high satisfaction with the training and implementation. These results suggest that ICS-ES is a feasible and promising program for reducing internalizing symptoms and enhancing interpersonal skills and specific areas of academic functioning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01